University of Edinburgh

'Deaf Plus': a look at the learning implications of additional difficulties

Friday 24 February 2006

De-arne Short & Karen Dale

A visual approach to learning for pupils with communication difficulties.

Resources for our Independent Work stations: What goes in our boxes?
Difficult to find resources that are both educational and stimulating. When purchased through catalogues they are expensive and not easy to adapt if level is wrong for child.

My colleague researched what was offered in America, where TEACCH originated from she found they had resources which catered specifically for ASD children but . . .

So she decided why not make them myself. . .


Aim of the resources/tasks:

  • Tasks must be organised and systematic.
  • Tasks must require physical movement or some sort of manipulation that keeps their attention.
  • Have to teach at their level of understanding.
  • Have to teach to the child’s strengths and interests.
  • Must be visually interesting and structured visually.

This structure is based on 3 key elements:

1. Visual Instructions:

  • Colour coded written directions
  • Picture prompts
  • Visual outlining

visual instructions

2. Visual Organisation:

Organising the materials and space by use of containers, bags, folders, boxes.

visual organisation

3. Visual Clarity:

  • Highlight important information
  • Label
  • Colour code
  • Limit the materials (most often)

visual clarity

All by myself!

This is a book my colleagues produced. It has photographs of over 80 resources that were made for developing independent skills through Language, Fine motor skills and Mathematics.

all by myself